scholarly journals Verb inflection in German-learning children with typical and atypical language acquisition: the impact of subsyllabic frequencies

2012 ◽  
Vol 40 (1) ◽  
pp. 169-192 ◽  
Author(s):  
SUSAN OTT ◽  
BARBARA HÖHLE
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
High Frequency ◽  
Low Frequency ◽  
English Learning ◽  
Typical Development ◽  
Specific Language ◽  
Differential Performance ◽  
Verb Forms ◽  
The Impact

ABSTRACTPrevious research has shown that high phonotactic frequencies facilitate the production of regularly inflected verbs in English-learning children with specific language impairment (SLI) but not with typical development (TD). We asked whether this finding can be replicated for German, a language with a much more complex inflectional verb paradigm than English. Using an elicitation task, the production of inflected nonce verb forms (3rd person singular with -t suffix) with either high- or low-frequency subsyllables was tested in sixteen German-learning children with SLI (ages 4;1–5;1), sixteen TD-children matched for chronological age (CA) and fourteen TD-children matched for verbal age (VA) (ages 3;0–3;11). The findings revealed that children with SLI, but not CA- or VA-children, showed differential performance between the two types of verbs, producing more inflectional errors when the verb forms resulted in low-frequency subsyllables than when they resulted in high-frequency subsyllables, replicating the results from English-learning children.

scholarly journals Association of epileptiform brain activity and specific language impairment (SLI) in preschool children

2021 ◽  
Vol 57 (1) ◽  
Author(s):  
Ahmed Esmael ◽  
Sara Elsherbeny ◽  
Mohammed Abbas
Keyword(s):  
Preschool Children ◽  
Language Impairment ◽  
Significant Relationship ◽  
Specific Language Impairment ◽  
Intelligence Quotient ◽  
Epileptiform Activity ◽  
Control Group ◽  
Specific Language ◽  
Cognitive Age ◽  
The Impact

Abstract Background Epileptiform activities can cause transient or permanent deficits that affect the children during development and may be accompanied by neurodevelopmental disorders like specific language impairment. Objectives The objective of this study was to find if there is a possible association and the impact of epilepsy and epileptiform activity in children with specific language impairment. Patients and methods The study was conducted on 80 children suffering from specific language impairment and 80 age and sex match healthy control children. Computed tomography brain was performed and electroencephalography was recorded for children. Intelligence quotient level, cognitive age, social, and phoniatric assessment were done for all patients. Results Eighty children with specific language impairment (51 males and 29 females) with a mean age of 4.11 ± 1.93. Patients with specific language impairment showed significantly higher rates of abnormal electroencephalography (P = 0.006) and epilepsy (P < 0.001) compared to the control group. Spearman correlation demonstrated a highly negative significant relationship linking the language, intelligence quotient with abnormal electroencephalography and epilepsy (r = − 0.91, P < 0.01 and r = − 0.91, P < 0.01 respectively). Also, there was a moderately inverse significant relationship linking the cognitive age, social with abnormal electroencephalography, and epilepsy (r = − 0.70, P < 0.05 and r = − 0.65, P < 0.05 respectively). Conclusion Epileptiform activities even without epilepsy in preschool children may alter normal language function. Specific language impairment was associated with lower intelligence quotient levels, social, and cognitive age. Trial registration ClinicalTrials.gov ID: NCT04141332

scholarly journals Elicitation of the passé composé in French preschoolers with and without specific language impairment

2008 ◽  
Vol 29 (3) ◽  
pp. 341-365 ◽  
Author(s):  
PHAEDRA ROYLE ◽  
ELIN T. THORDARDOTTIR
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
High Frequency ◽  
Morphological Structure ◽  
Age Of Acquisition ◽  
Specific Language ◽  
Verb Inflection ◽  
French Speaking ◽  
Mean Length Of Utterance ◽  
Passe Compose

ABSTRACTThis study examines inflectional abilities in French-speaking children with specific language impairment (SLI) using a verb elicitation task. Eleven children with SLI and age-matched controls (37–52 months) participated in the experiment. We elicited the passé composé using eight regular and eight irregular high frequency verbs matched for age of acquisition. Children with SLI showed dissimilar productive verb inflection abilities to control children (even when comparing participants with similar verb vocabularies and mean length of utterance in words). Control children showed evidence of overregularization and sensitivity to morphological structure, whereas no such effects were observed in the SLI group. Error patterns observed in the SLI group demonstrate that, at this age, they cannot produce passé composé forms in elicitation tasks, even though some participants used them spontaneously. Either context by itself might therefore be insufficient to fully evaluate productive linguistic abilities in children with SLI.

The Impact of Emphatic Stress on Novel Word Learning by Children With Specific Language Impairment

1998 ◽  
Vol 41 (6) ◽  
pp. 1444-1458 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Linda J. Hesketh
Keyword(s):  
Language Processing ◽  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
School Age Children ◽  
Specific Language ◽  
Stress Effects ◽  
Normal Language ◽  
Novel Word Learning ◽  
The Impact

This investigation examined the influence of emphatic stress on children's novel word learning. Forty school-age children participated in this study, including 20 children with specific language impairment (SLI) and 20 children with normal language (NL) development. Results indicated that there were no significant stress effects for comprehension or recognition of novel words (for which all children demonstrated relatively high levels of performance); however, children in both groups exhibited significantly better production of words that had been presented with emphatic stress than with neutral stress. These findings are discussed within a limited capacity framework of language processing.

scholarly journals Are Specific Language Impairment and Dyslexia Distinct Disorders?

2005 ◽  
Vol 48 (6) ◽  
pp. 1378-1396 ◽  
Author(s):  
Hugh W. Catts ◽  
Suzanne M. Adlof ◽  
Tiffany P. Hogan ◽  
Susan Ellis Weismer
Keyword(s):  
Language Impairment ◽  
Phonological Processing ◽  
Specific Language Impairment ◽  
Representative Sample ◽  
Developmental Disorders ◽  
Reading Development ◽  
Language Disorders ◽  
Nonword Repetition ◽  
Typical Development ◽  
Specific Language

Purpose: The purpose of this study was to determine whether specific language impairment (SLI) and dyslexia are distinct developmental disorders. Method: Study 1 investigated the overlap between SLI identified in kindergarten and dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, including 21 children with dyslexia only, 43 children with SLI only, 18 children with SLI and dyslexia, and 165 children with typical language/reading development. Measures of phonological awareness and nonword repetition were considered. Results: Study 1 showed limited but statistically significant overlap between SLI and dyslexia. Study 2 found that children with dyslexia or a combination of dyslexia and SLI performed significantly less well on measures of phonological processing than did children with SLI only and those with typical development. Children with SLI only showed only mild deficits in phonological processing compared with typical children. Conclusions: These results support the view that SLI and dyslexia are distinct but potentially comorbid developmental language disorders. A deficit in phonological processing is closely associated with dyslexia but not with SLI when it occurs in the absence of dyslexia.

The impact of specific language impairment on performance in science and suggested implications for pedagogy

2011 ◽  
Vol 28 (1) ◽  
pp. 25-37 ◽  
Author(s):  
Gill Matson ◽  
Tony Cline
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Scientific Reasoning ◽  
Expressive Language ◽  
National Curriculum ◽  
Preliminary Investigation ◽  
Receptive Language ◽  
Specific Language ◽  
And Control ◽  
The Impact

The impact of specific language impairment (SLI) on the acquisition of literacy and numeracy skills has been well researched. In contrast little has been written on its impact on the third core subject in the National Curriculum (NC) of science and this article describes a preliminary investigation into the scientific reasoning skills of children with SLI in comparison with those of typically developing (TD) children. In individual assessment sessions 11 pairs of target children with SLI and control TD children in the Key Stage (KS) 2 age span (ages 7–11 years) undertook a series of scientific reasoning tasks appropriate to their age involving receptive and expressive language skills. The children with SLI had for the most part significantly more difficulty with expressive language tasks (ELTs) than the TD children, in spite of the provision of scaffolding, and there was some evidence that they also had greater difficulty with the production of causal connectives, e.g. because, so. However, there was no difference between the two groups on receptive language tasks (RLTs) when scaffolding was used. Some possible implications for pedagogy are considered in light of these findings, and problems in matching children with SLI and TD controls are discussed.

scholarly journals Production and Processing of Subject–Verb Agreement in Monolingual Dutch Children With Specific Language Impairment

2014 ◽  
Vol 57 (3) ◽  
pp. 952-965 ◽  
Author(s):  
Elma Blom ◽  
Nada Vasić ◽  
Jan de Jong
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Typical Development ◽  
Typically Developing ◽  
Specific Language ◽  
Verb Agreement ◽  
Test Sensitivity ◽  
Third Person ◽  
Listening Task ◽  
Dutch Children

Purpose In this study, the authors investigated whether errors with subject–verb agreement in monolingual Dutch children with specific language impairment (SLI) are influenced by verb phonology. In addition, the productive and receptive abilities of Dutch acquiring children with SLI regarding agreement inflection were compared. Method An SLI group (6–8 years old), an age-matched group with typical development, and a language-matched, younger, typically developing (TD) group participated in the study. Using an elicitation task, the authors tested use of third person singular inflection after verbs that ended in obstruents (plosive, fricative) or nonobstruents (sonorant). The authors used a self-paced listening task to test sensitivity to subject–verb agreement violations. Results Omission was more frequent after obstruents than nonobstruents; the younger TD group used inflection less often after plosives than fricatives, unlike the SLI group. The SLI group did not detect subject–verb agreement violations if the ungrammatical structure contained a frequent error (omission), but if the ungrammatical structure contained an infrequent error (substitution), subject–verb agreement violations were noticed. Conclusions The use of agreement inflection by children with TD or SLI is affected by verb phonology. Differential effects in the 2 groups are consistent with a delayed development in Dutch SLI. Parallels between productive and receptive abilities point to weak lexical agreement inflection representations in Dutch SLI.

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